New academics negotiating communities of practice: learning to swim with the big fish

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dc.contributor.authorJawitz, Jeffen_ZA
dc.date.accessioned2014-10-28T14:10:20Z
dc.date.available2014-10-28T14:10:20Z
dc.date.issued2007en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 5 June 2008, available online: http://www.tandfonline.com/10.1080/13562510701191943.en_ZA
dc.description.abstractThis paper explores the use of situated cognition theory to investigate how new academics learn to judge complex student performance in an academic department at a South African university. The analysis revealed the existence of two largely separate communities of practice within the department, one centred on the provision of undergraduate teaching and the other on the production of research. Newcomers follow a range of trajectories in the course of their identity construction as academics and their learning is strongly shaped by their histories and individual experiences of negotiating their way into and across these key communities of practice. Learning to assess student performance in an Honours research paper was found to be integrally linked to the process of gaining entry into the research community of practice with limited opportunity for legitimate peripheral participation given the high stakes context within which assessment decisions are made.en_ZA
dc.identifier.apacitationJawitz, J. (2007). New academics negotiating communities of practice: learning to swim with the big fish. <i>Teaching in Higher Education</i>, http://hdl.handle.net/11427/8878en_ZA
dc.identifier.chicagocitationJawitz, Jeff "New academics negotiating communities of practice: learning to swim with the big fish." <i>Teaching in Higher Education</i> (2007) http://hdl.handle.net/11427/8878en_ZA
dc.identifier.citationJawitz, J. 2007. New academics negotiating communities of practice: learning to swim with the big fish. Teaching in Higher Education.en_ZA
dc.identifier.issn1356-2517en_ZA
dc.identifier.ris TY - Journal Article AU - Jawitz, Jeff AB - This paper explores the use of situated cognition theory to investigate how new academics learn to judge complex student performance in an academic department at a South African university. The analysis revealed the existence of two largely separate communities of practice within the department, one centred on the provision of undergraduate teaching and the other on the production of research. Newcomers follow a range of trajectories in the course of their identity construction as academics and their learning is strongly shaped by their histories and individual experiences of negotiating their way into and across these key communities of practice. Learning to assess student performance in an Honours research paper was found to be integrally linked to the process of gaining entry into the research community of practice with limited opportunity for legitimate peripheral participation given the high stakes context within which assessment decisions are made. DA - 2007 DB - OpenUCT DP - University of Cape Town J1 - Teaching in Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 SM - 1356-2517 T1 - New academics negotiating communities of practice: learning to swim with the big fish TI - New academics negotiating communities of practice: learning to swim with the big fish UR - http://hdl.handle.net/11427/8878 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8878
dc.identifier.vancouvercitationJawitz J. New academics negotiating communities of practice: learning to swim with the big fish. Teaching in Higher Education. 2007; http://hdl.handle.net/11427/8878.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceTeaching in Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/13562510701191943en_ZA
dc.titleNew academics negotiating communities of practice: learning to swim with the big fishen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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